Every Camp Has a Story: Barrier Free Youth Camp with Teacher Narratives

Year 2023, Volume: 6 Issue: 3, 386 - 398, 25.10.2023

Atike Yılmaz , Serdar Koç , Mustafa Han , Şevval Akaydın

https://doi.org/10.33438/ijdshs.1308673

Abstract

This study was carried out to investigate the opinions of teachers who participated in the youth camp without disabilities organized for individuals with intellectual disabilities. The research was conducted in twelve teachers who participated in the barrier-free youth camp organized in Mersin province Silifke district and were selected through easily accessible situation sampling. Data were collected by means of personal information forms created by the researchers together with semi-structured interview questions, while the content analysis method was used for data analysis. Five main themes and ten sub-themes, dependent on the former, emerged from the findings. The expectations of the participating teachers before the camp started were determined to contribute to the socialization of the students, and their expectations regarding the camp environment were positive. Relating their experiences during the camp, the teachers stated that the activities prepared for the students were organized according to the latters’ characteristics, with enriched and well-developed content. Although the camp was suitable for students with intellectual disabilities in terms of accessibility, they reported that there was no canteen in the camp to meet their daily needs. They found the camp to be beneficial for students to integrate, socialize and act independently. After the camp had finished, the teachers expressed their satisfaction with the experience, concluding that it had been productive both for their professional development and for the students. However, they suggested increasing the duration and number of the camps and simplifying the arrival and departure procedures.

Keywords

Barrier Free Youth Camp, Teacher, Opinion

Project Number

yok

References

• Aggerholm, K., and Martiny, K. M. M. (2017). Yes we can! A phenomenological study of a sports camp for young people with cerebral palsy. Adapted Physical Activity Quarterly, 34(4), 362-381. https://doi.org/10. 1123/apaq.2015-0135.
• Aksöz, E. O., Önem, B. and Aydın, B. (2012). Determination of Perceptions of Participators’ with Camping Experience about Glamping Gastroia: Journal of Gastronomy and Travel Research; 4(2); 185-196.https://dergipark.org.tr/en/pub/gas toria/issue/57634/739798
• Amoah, F., Radder, L. and Eyk, M. V. (2016). Experience Quality Dimensions and Customer Perceptions: A Case Study of Guesthouses in Ghana. African Journal of Hospitality, Tourism and Leisure; (5),4;1-21.http://www.ajhtl.com/uploads/7/1/6/3/7163688/article_3_vol_5__4_.pdf
• Anderson-Butcher, D., Martin, E., Paluta, L., and Gould, D. (2018). Patterns of social skill development over-time among clusters of LiFEsports participants. Children and Youth Services Review; 87; 17-25. https://doi.org /10.1016/j.childyouth.2018.01.044
• Avan, Ç., Gülgün, C., Yılmaz, A., and Doğanay, K. (2019) Out Of School Learnıng Envıronment In Stem Educatıon: Kastamonu Science Camp. Journal Of STEAM Education; 2(1); 39-51 https://dergipark. org.tr/en/pub/steam/issue/48084/601443
• Aytac, U. (2003). Movement, game development and teaching in children. Open Education Faculty Preschool Education Undergraduate Program; Web-Offset Facilities, Eskişehir, 3-11.
• Bell, C. (2021).Counselors' experiences of a virtual summer camp. Honors Theses. https://scholar.utc.edu/honors-theses/320
• Büyük, E. T. and Özdemir, E. (2018). Assocıatıon Between Hıgh School Students’ Body Images And Eatıng Attıtudes. International Anatolia Academic Online Journal Health Science;, 4(2); 1-12. https://dergipark.org.tr /en/pub/ausbid/issue/56420/701023
• Carter, M. J. and Van Andel, G. E. (2019). Therapeutic recreation: A practical approach. (Fifth edition) Waveland press. Long Grove, İlinois.
• Clark, M. K. and Evangeline E. N. (2010). Play and Learning in Summer Camps for Children with Special Needs. American Journal of Play 3 (2).
• Çobanoğlu, E.,Yerlikaya, M. And Yerlikaya, A. (2020). Student Opinions About The Academic Nature Camp, Ordu University Journal of Social Sciences Research (ODÜSOBİAD);10 (1); 178-187. https:// dergipark.org.tr/en/pub/odusobiad/issue/53307/682006
• D’Eloia, M. H. and Price, P. (2018). Sense of belonging: is inclusion the answer?. Sport in Society; 21(1); 91-105. https://doi.org/ 10. 1080/17430437.2016.1225819
• Daughrity, B., Bittner, M., Ocampo, A., Lavay, B., Chevalier, S., Jimenez, S., and Le, A. (2020). Interprofessional collaboration: Training preservice adapted physical education teachers to facilitate peer engagement among children with disabilities. Perspectives of the ASHA Special Interest Groups; 5(5); 1313-1323. https://doi.org/10.1044/2020_PERSP-19-00180
• Doster, J.A., Mielke, R.K., Riley, C.A., Toledo, J.R., Goven, A.J. and Moorefield, R. (2006). Play And Health Among a Group of Adult Business Executives, Social Behavior and Personality; 34 (9); 1071- 1080. https://doi.org/10.2224/sbp.2006.34.9.1071
• Esentaş, M., Özbey, S. and Güzel, P. (2017). Evaluatıon Of Camp Applıcatıons Of Mınıstry Of Youth and Sports Accordıng To Youth Camp Leaders. Spormetre The Journal of Physıcal Educatıon and Sport Scıences; 15(2), 73-78. https://doi.org /10. 1501/Sporm_0000000310
• Esentaş, M., Güzel, P., Özbey, S., Kılınç, Z. and Çelebi, M. (2016). The Metaphoric Perceptions of Female Students Regarding “Outdoor Camp” Concept, International Journal of Social Science Research; (5)2; 1-15. https://dergipark.org.tr/en/pub/ijssresearch/issue/32883/365317
• Flynn, R. M., Ricker, A. A., Dolezal, C., Kunin, M., and Mellins, C. A. (2019). Residential summer camp for youth with special needs: A longitudinal approach to investigating differences in social skills. Children and Youth Services Review; 96, 354-363. https://doi.org/10.1016/j.childyouth.2018.10.036
• Fort, M., Lundberg, N., Zabriskie, R., Eggett, D., Prater, M. A., and Barney, K. (2017). Adolescent summer camp volunteers' attitudes toward peers with disabilities. Leisure Sciences; 39(3); 277-294.https://doi.org /10.1080/ 01490400. 2016.1171740
• Glasser, W. (2005). Psychology of personal freedom: The theory of choice(Trans. M. İzmirli). Istanbul: Hayat Publishing.
• Goodwin, D. L., and Staples, K. (2005). The Meaning Of Summer Camp Experiences To Youths With Disabilities. Adapted Physical activity quarterly; 22(2); 160-178. https:// doi.org/10.1123/apaq.22.2.160
• Göloglu, C. and Çetin, D. F. (2021). The Development of an Attitude Scale to Measure Teachers’ Attitudes to Out-OfSchool Learning Activities (OOSLA): A Validity and Reliability Studies. Third Sector Social Economic Review; 56(2); 895-910.doi:10.15659/3.sektor-sosyal ekonomi. 21.05.1600
• Gruno, J. and Gibbons, S.L. (2020). Incorporating nature-based physical activity in physical and health education. Journal of Physical Education, Recreation & Dance; 91 (3); 26-34. https://doi.org/10.1080/07303084.2019. 1705210
• MYS (2011). Decree Law on the Organization and Duties of the Ministry of Youth and Sports MYS (2023). https:// genclikkamplari.gsb .gov.tr/24.05.2023accessed on.
• Henderson, K. A., Bialeschki, M. D. and James, P. A. (2007). Overview of camp research. Child and adolescent psychiatric clinics of North America; 16(4); 755 767 .https:// doi.org/ 10.1016/j.chc.2007.05.010
• Hırça, N. (2012). Perceptions of Science and Art Centers’ Teachers about Nature and Science Camp Designed for Gifted and Talented Students, Turkish Journal of Giftedness and Education, (2)1; 60-76. https://theeducation journals.com/index.php/talent/article/view/11
• Kapsal, N. J., Dicke, T., Morin, A. J., Vasconcellos, D., Maïano, C., Lee, J., and Lonsdale, C. (2019). Effects of physical activity on the physical and psychosocial health of youth with intellectual disabilities: A systematic review and meta-analysis. Journal of Physical Activity and Health, 16(12), 1187-1195. https://doi.org/ 10.1123/jpah.2018-0675
• Knapp, D., Devine, M. A., Dawson, S. and Piatt, J. (2015). Examining perceptions of social acceptance and quality of life of pediatric campers with physical disabilities. Children's Health Care; 44(1); 1-16.https://doi.org/10.1080/ 02739615.2013.870041
• Kubat, U. (2018). Opınıons Of Pre-Servıce Scıence Teachers About Outdoor Educatıon. Mehmet Akif Ersoy University Journal of Education Faculty; 48, 111-135. https:// dergipark.org.tr/en/pub/maeuefd/issue/39596/429575
• Marchant, E., Todd, C., Cooksey, R., Dredge, S., Jones, H., Reynolds, D. Et al. (2019). Curriculum-based outdoor learning for children aged 9-11: A qualitative analysis of pupils’ and teachers’ views. PLoS One; 14(5); e0212242. https://doi.org /10.1371/journal.pone.0212242
• Melbøe, L. and Ytterhus, B. (2017). Disability leisure: in what kind of activities, and when and how do youths with intellectual disabilities participate?. Scandinavian Journal of Disability Research; 19(3); 245-255.https://doi.org/10.1080/15017419. 2016. 1264467
• Michalski, J.H., Mishna, F., Worthington, C. et al. (2003). A Multi-Method Impact Evaluation of a Therapeutic Summer Camp Program.Child and Adolescent Social Work Journal; 20, 53–76 https://doi.org/10.1023 /A:1021467503588
• Miles, M. B. and Huberman, A.M. (1994), Qualitative data analysis: a sourcebook of new methods, Sage, Newbury Park, CA.
• Neville, A. R., Moothathamby, N., Naganathan, M., Huynh, E. and Moola, F. J. (2019). A place to call our own: The impact of camp experiences on the psychosocial wellbeing of children and youth affected by cancer–A narrative review. Complementary Therapies İn Clinical Practice; 36, 18-28. https://doi.org/10.1016/j.ctcp.2019.04.007
• Özmen D, Çetinkaya AÇ, Ergin D, Şen N, Dündar Erbay P. ( 2007). Eating Habits and Body Weight Control Behaviors of High School Students .TSK Preventive Medicine Bulletin; 6(2);98-105.
• Öztürk, H. and Başarangil, İ. (2019). Effect Of Camp Experıence On Vısıtor Satısfactıon And Intent To Vısıt Agaın. Journal Of International Social Research; 12(65). DOI: 10.17719/jisr.2019.3528
• Pagán-Rodríguez, R. (2014). How do disabled individuals spend their leisure time?. Disability and health journal; 7(2); 196-205. https://doi.org/10.1016/j.dhjo.2014.01.001
• Povilaitis, V. and Tamminen, K. A. (2018). Delivering positive youth development at a residential summer sport camp. Journal of Adolescent Research; 33(4); 470-495. https://doi.org/10.1177/0743558417702478
• Saraç, H. (2017). Researches Related to Outdoor Learning Environments in Turkey: Content Analysis Study.The Journal of Education, Theory and Practical Research; 3(2); 60-81. https://dergipark.org.tr/en/pub/ekuad/issue/29425/337191
• Sathish, A. S. and Venkatesakumar, R. (2011). Customer Experience Management and Store Loyalty in Corporate Retailing - With Special Reference To ’Sony World. Annomali International Journal of Business Studies & Research;(3)1;.67-76.
• Schelbe, Lisa, Megan E. Deichen Hansen, Veronica L. France, Melissa Rony, and Kathleen E. Twichell. (2018). Does Camp Make a Difference?: Camp Counselors’ Perceptions of How Camp Impacted Youth.Children and Youth Services Review;93 (May); 441–50. https://doi.org/ 10.1016/j.childyouth.2018.08.022.
• Schlesinger, W., Cervera, A. and Cabañero, C. P. (2014). Contrasting Quality of Service Experience for Northern and Southern Mediterranean Tourists. EuroMed Journal of Business;(10)3; 327-337.
• Schultheis, S. F. and B. B. Boswell (2000). Successful physical activity programming for students with autisim. Focus on Autisim Other Development Disability, (15)3; 159-162.https://doi.org/10.1177/1088357600 01500306
• Seyyar, A. (2015). Disabled Friendly Social Policies in the World and in Turkey. Ragbet Publications: Istanbul. Singal, N. and Swann, M. (2011). Children’s perceptions of themselves as learner inside and outside school. Research Papers in Education; 26(4); 469-484. https://doi.org /10.1080/02671520903281617
• Slingerland, G., Lukosch, S. and Brazier, F. (2020, June). Engaging children to co-create outdoor play activities for place-making. In Proceedings of the 16th Participatory Design Conference Participation; Otherwise; 1; 44-54. https://doi.org /10.1145/3385010.3385017
• Stewart, A. (2017). The Affective Benefits for Children With Specific Disabilities Associated With Attending Therapeutic Respite Summer Camps From a Camper and Parent Perspective. Master of Science in Education (Physical Education), The College at Brockport, State University of New York http://hdl.handle.net/20.500.12648/4061
• Willis, C., Girdler, S., Thompson, M., Rosenberg, M., Reid, S. and Elliott, C. (2017). Elements contributing to meaningful participation for children and youth with disabilities: a scoping review. Disability and rehabilitation; 39(17); 1771-1784. https:// doi.org/10.1080/09638288.2016.1207716
• Wozencroft, A. J., Scott, J. L., Waller, S. N. and Parsons, M. D. (2019). Positive youth development for youth with disabilities in a therapeutic camp setting. Journal of Youth Development; 14(1); 182-197. https://doi. org/10.5195/jyd.2019.634
• Yıldırım, A. and Şimşek, H. (2013). Qualitative research methods in the social sciences (9th Edition). Seçkin Publishing.
• Yükseltürk, E., S. Altıok and M. Üçgül (2016). The Effects of Game Programming on Primary School Students' Problem Solving Skills: A Summer Camp Experience. 4th International Instructional Technologies & Teacher Education Symposium.